E. Objective of the Study
In line with the formulation of the study above, the main objective of the study is to get empirical evidence on the effect of using K-W-L chart
on students‘ reading comprehension of descriptive text.
F. Significance of the Study
The research is expected to be useful to three terms. First, for the teacher, it gives the alternative solution in teaching reading skill especially to improve the
students‘ comprehension. Second, for the students, it assists them to solve their problems in reading activity especially in comprehending text types of descriptive
text to make the learning process become easier. Third, for the next research, This study is expected to give new knowledge to the further researcher to do better
research in the same field.
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CHAPTER II THEORETICAL FRAMEWORK
This chapter discusses several essential points. There are three main part which provided in this chapter. The first is the nature of reading, variable that
affect the nature of reading, and kinds of reading. The second is the definition of descriptive text, the purposes of descriptive text and the general stuctures of
descriptive text. The third is thr concept of K-W-L technique, the K-W-L chart, and the procrdure of K-W-L chart. Those continued by conceptual framework and
reserach hypothesis.
A. Reading
1. The Nature of Reading
Reading is one of four basic skills which has significantly useful for our daily lives. It might be seen that we may not separate ourselves from printed
materials. At school, reading becomes a skill that has strong attention. It becomes an subject tested in most educational field inculde in the national final
examination. For that reason, the students have to read many kinds of references. Therefore, emphasizing the students‘s ability to grasp the idea from the written
text has to be taken into consideration. Reading is the ability to draw meaning from the printed page and inter-
pret this information appropriately.
1
In other words, reading is transfer meaning from mind to mind or the transfer of message from writer to reder. Moreover,
reading is not a simple activity. It involves some effort to understand what a text tells about. It is like the communication between reader and the text then
transfering the meaning of the content to mind. Readers also have to make sense of the text to rebuild the writer‘s meaning by understanding it. Moreover, Heilman
adds that; Reading is not the simple sum of its part, because in every case
the reader must be considered in the process and each reader is
1
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, London and New York: Routledge, 2002, p. 3
unique. Reading is always involves the stimultaneous application of a great number of mechanical skill and comprehension skill, all
of which are influenced by the reader‘s attitudes, kowledge, and
past experince.
2
. In addition, Grabe and Stoller added that ―Reading is the ability to draw
meaning from printed page and interpret the information appropriately.‖
3
Similar to the definition above reading is not only getting the meaning but also
interpreting it appropriately in order to know what the writer means. Moreover, reading is a process of thinking which requires responses on the part of the reader.
When reading, a reader can make different generalization, draw new inferences and plan new next steps on the basis of it.
4
The next level of reader not only interpret the meaning but also make different generalization that has the same
message with text, make conclusion, or predict what the next passage. It is a response to a thinking process that readers do.
Furthermore, Reading is followed by comprehension, because a reader has to comprehend what he or she reads to get information from a text or a book.
Reading comprehension is the process of understanding the message that author is trying to convey. Comprehension also does not happen at one point; rather, it is a
process that takes place over time. during this time, good readers are active in constructing meaning through the processes of interacting or transacting with
what they read. Moreover, comprehension is acquiring and deriving meaning process and
understanding the idea from text, it involves cognitive functioning related to what people read.
5
It means that readers have to use their cognitive ability in order to comprehend a text. In order to understand the meaning reader uses their
background knowledge or their ideas. The reader will connect them in order to get appropriate meaning.
2
Arthur W. Heilman, Principles and Practices of Teaching Reading, New York: Charles E. Merrill Publising Company, 1997, p.3.
3
William Grabe and Fredicka L. Stoller, Teaching and Researching Reading, Great Britain: Pearson Education Limited, 2002, p. 3
4
Milez V. Zintz, Corrective Reading, New York: Wm. C.Brown, 1966, p. 10
5
John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Need. London; Allyn and Bacon, 1979, p.7
According to Bond and Wagner, comprehension consists of basic abilities, such as recognizing word and their meaning, grouping word into thought unit,
giving proper emphasis to the thought units in order to understand the sentences. Moreover it is the readers‘ ability to ascertain the relationship between sentences,
and then they can understand the meaning of the paragraph, until they arrive in the meaning of the total passage.
6
It means comprehension is an ability to understand from the smallest aspect of the text such as vocabulary and grammar, to the whole
meaning of the text such as finding main idea, making a conclusion and predicting what the next passage.
Then, good comprehenders sum up their prior knowlegde about the topic of a reading, they ask questions about the topic before and during the reading,
they make appropriate inferences when ideas are not explicitly stated, they find main ideas, they summarize, and they make mental images from the words in the
text.
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In short, comprehension requires an active reader, one who is confident and curious enough to bring hisher own ideas to the reading and to question the ideas
in the text. Furthermore, Westwood explained that children who are good
comprehenders use a variety of cognitive processes as they read; they may
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: a. Pose mental questions to themselves and seek answers in the text
b. Generate visual images when reading certain types of material c. Mentally summarise the main points in a key paragraph
d. Reflect upon and consider the importance or relevance of what they have read. In other word, reading is a way to get information and making an
interpretation by drawing a conclusion. In this case, reading is absolutely not a passive skill; the reader is not taking passive role; because the readers have
process of thinking to makes an interpretation by drawing the conclusion to get needed information. Moreover, Comprehension is also an interaction among word
6
Guy L. Bond, Teachingss the Child to Read, New York: The Macmillan Company, 1960, pp. 200
—201.
7
Gillet, Temple, Temple, Crawford, Understanding Reading Problem, Boston: Pearson, 2012, p.166
8
Peter Westwood, Reading and Learning Difficulties, Victoria: Acer Press, 2001, p. 10
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